A Pilot Study of the Effects of Heterogeneous and Homogeneous Grouping on Mexican-American and Anglo Children Attending Prekindergarten Programs.

Autor/inn/en	Durrett, Mary Ellen; Pirofski, Florence
Titel	A Pilot Study of the Effects of Heterogeneous and Homogeneous Grouping on Mexican-American and Anglo Children Attending Prekindergarten Programs.
Quelle	(1971), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Anglo Americans; Aspiration; Behavior Change; Cognitive Development; Curiosity; Economically Disadvantaged; Heterogeneous Grouping; Homogeneous Grouping; Intelligence Tests; Mexican Americans; Pilot Projects; Preschool Children + Suchen Sie Ihr Suchwort? Streben; Kognitive Entwicklung; Neugier; Homogene Gruppierung; Niveaugruppierung; Streaming; Intelligence test; Intelligenztest; Hispanoamerikaner; Pilot project; Modellversuch; Pilotprojekt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Effects of heterogeneous and homogeneous grouping on the psychological functioning of Mexican American preschool children from economically disadvantaged families were investigated in a pilot project at San Jose State College Child Laboratory. Three experimental groups were composed of (1) 9 Mexican American children from low-income families and 9 Anglo children from middle-income professional families (heterogeneous), (2) 18 Mexican American children from low-income families (homogeneous), and (3) 17 Anglo children from middle-income professional families (homogeneous). Four measures of cognitive functioning and 3 behavioral measures were individually administered at the beginning of the school year and again 8 months later. Comparisons of mean gain scores on pre- and post-tests were computed. Data demonstrated that heterogeneous and homogeneous grouping both have a facilitating effect on cognitive growth and behavior modification. It was noted that further research is needed to identify the psychosocial dimensions of the learning environments in heterogeneous and homogeneous groups and to assess their contribution to cognitive change and behavior modification. Dimensions suggested in interpretation of data were the teacher's mode of coping with problem situations and interacting with children, the role of the teacher as a model for behavior modification and an agent of reinforcement, the nature of the interpersonal relationships among children, and the social-climate properties of the group. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01